Category Archives: Introductory Posts

The Beatitudes – Background

Although the Beatitudes, as presented in the Bible, can certainly stand alone in their power to impart lessons, a bit of background material can be a big help in our understanding. The information I have prepared below, based upon my research in a variety of Bible commentaries, will not be in the daily lessons, so you might want to read it for your own benefit, and then pass along whatever tidbits you think your child might appreciate. If your child is very young, you might want to come back and re-read these pages when they are older, and offer them this historical insight.

Before studying the Beatitudes, I recommend that you teach your children about Jesus. You may do it in your own words, by reading selected verses from the Bible, or by reading to them from a good children’s Bible storybook. The one I recommended in my previous book on the Ten Commandments is “The Children’s Illustrated Bible,” retold by Selina Hastings, and published by Dorling Kindersley.

From the Ten Commandments to the Gospel of Christ:

The “first lessons” for the pupils of Christian Science Sunday Schools start with the Ten Commandments. These rules of God were given to Moses and the Children of Israel. This was about 1,200 years before the birth of Jesus. Between the time of Moses and Jesus, the Jews devoted themselves to following the Ten Commandments, and other laws given by God to Moses, as best they could. When, as a nation, they were disobedient to God, they were forced into captivity. Another problem is that, over time, some Jews became more devoted to following the letter of the law than they did in loving one another, or serving God in a humble way. They became “slaves” to the myriad rules and traditions that evolved from the original guiding principles.
However, during this time, excitement began to grow over the prophetic promise of a “Messiah,” a Saviour who would deliver the Hebrews from their enemies, and bring the Kingdom of God to earth. That prophecy was fulfilled in the life of Christ Jesus, though not in the manner most of the Jews had imagined.

The Book of Matthew:

The story of the life of Christ Jesus is told in four books: Matthew, Mark, Luke, and John. Matthew, Mark, and Luke are called the “synoptic” gospels, because they are all very similar. It is believed by scholars that Mark was written first, sometime between 64 AD and 81 AD. The books of Matthew and Luke appear to borrow from Mark. Mark focused mostly on the events of the life of Jesus. However, Matthew and Luke add to those stories many of the things that Jesus taught. The source for these quotes is thought to be a collection called “the sayings of Jesus,” also known as the “Logia.” No one knows for sure who wrote “the sayings of Jesus,” and a copy has never been found, but it is believed that Matthew was probably the disciple of Jesus who collected the sayings. After all, he was thought to be the only one of the disciples of Jesus who could read and write. Remember, he was the tax collector for the Romans, so it would have been quite natural for him to collect the sayings of Jesus! Although scholars still are not sure if Matthew is the author of the book of Matthew, it appears the final book, which would have been passed down orally for many years, is based on the “sayings of Jesus,” which most likely was from Matthew.  [Note: You might wish to research any current scholarship on this point as new findings and interpretations emerge]

The book of Matthew is structured in such a way as to make it easy for those who had to memorize it. The verses are grouped together in threes, or sevens, or eights. The Sermon on the Mount falls into three main categories, with the Beatitudes as a preface.

Because of this structure, the book of Matthew is considered the “teaching” gospel, not only for its easy-to-remember formulas, but because it imparts the teachings of Jesus. That may be one reason why Matthew is placed first in the New Testament. Another possible reason for being first, is that it serves as a bridge between the Old and New Testament.

The book of Matthew was written to appeal to the Jews, many of whom did become Christian. The way the book appeals to the Jews is by its emphasis on the teaching of Jesus that he was not there to do away with the law of Moses and the prophets, but his purpose was to fulfill the law. Matthew often pointed out how events in the life of Jesus fulfilled Old Testament prophecy, with the intent to prove that Jesus was the promised Messiah.

The Sermon on the Mount:

The Sermon on the Mount compares many of the old laws, including some in the Ten Commandments, with the new spirit of love demanded by Christ. And so it, too, helps Matthew’s efforts to prove that Jesus was the Messiah.

But, what exactly was this Sermon? No one knows for sure. Was it a specific event, or just the title given to a collection of the sayings of Jesus which had been spoken over a period of time to both disciples and the public? Most likely there was a special sermon given to his disciples at the beginning of his ministry, but there are indications that these were sayings that he used frequently in his teachings.

When and where did the Sermon on the Mount take place? According to Matthew, Jesus delivered the Sermon after a busy period of teaching and healing in Galilee early in his ministry. He left the multitudes, and went up into a mountain, taking only his newly-chosen disciples with him, and sat down to teach.

On the other hand, Luke records a talk similar to the Sermon in Matthew, but it seems to have happened after Jesus had come down from a mountain, after a night of prayer. He spoke to both his new disciples, as well as a multitude of people. He stood in the plain, not a mountain.

It is opening of the Sermon given on the mountain that we will be studying.

The Beatitudes:

The Beatitudes are the overture to the Sermon on the Mount. They boldly introduce the listener to the requirements of the heart that the followers of Christ need. In the Beatitudes, it can be seen that Jesus is drawing a vivid picture of his very own character.

Think of how the Jews of his day must have felt upon hearing Jesus. They were expecting one of their own kind, perhaps a militant deliverer who would overthrow their enemies, and set up their special kingdom. But, instead, they are suddenly told that they must renounce their pride and become “poor in spirit.” They must separate themselves from all their cherished beliefs, and “mourn” their loss. They must humble their aggressive ways, and become less personally willful, “meekly” putting their trust in God.

The Beatitudes were meant to separate the “men from the boys,” as the saying goes. Those who may have witnessed one of the miracles of Jesus, were often emotionally swept up into the moment, and would vow to follow Jesus. His Sermon was to throw some cold water on those emotions. He was telling them that there is a cost to becoming a Christian, and that cost was spelled out up front in the Beatitudes. No one could say they were not warned what it meant to be a follower of the Christ. There were joys and rewards, to be sure, but they went hand-in-hand with sacrifices of the mortal self.

Structure of the Beatitudes:

Each of the Beatitudes is an exclamation, not just a statement. When properly translated, the Beatitudes, such as “Blessed are the poor in spirit,” would be something like “Oh, the blessedness of the poor in spirit!” Instead of a future condition, the Beatitudes reflect what the Christian has now.

It is also important to understand the nature of the term “blessed,” as used in the Beatitudes. According to William Barclay (“The Gospel of Matthew, Volume One,” page 89), this term is from the Greek word makarios. He tells us that one form of this word was used to describe Cyprus (“The Happy Isle”), because it was “so lovely, so rich, and so fertile an island that a man would never need to go beyond its coastline to find the perfectly happy life.” Barclay continues:

“Makarios then describes that joy which has its secret within itself, that joy which is serene and untouchable, and self-contained, that joy which is completely independent of all the chances and the changes of life. The English word happiness gives its own case away. It contains the root hap which means chance. Human happiness is something which is dependent on the chances and the
changes of life, something which life may give and which life may also destroy. The Christian blessedness is completely untouchable and unassailable. “No one,” said Jesus, “will take your joy from you.” (John 16:22). The beatitudes speak of that joy which seeks us through our pain, that joy which sorrow and loss, and pain and grief, are powerless to touch, that joy which shines through tears, and which nothing in life or death can take away.”

(Excerpted from “First Lessons in Christian Science, Volume Two: The Beatitudes”
Copyright 2002)

Next:  Introducing Children to the Beatitudes

 

The Beatitudes – Before You Begin

These lessons are based on the teachings of Mary Baker Eddy. It is assumed that the grown-up working with the child on these lessons is a student of Christian Science, or someone who is not opposed to a Christian Scientist’s point-of-view with regard to the Beatitudes. It is also helpful if there is a Bible available for study, along with Science and Health with Key to the Scriptures by Mary Baker Eddy, and her other books contained in Prose Works. This is not mandatory, however, because most of the citations are included within each lesson. Further study is sometimes recommended, but the books are not required when reading the individual lessons.

Parents or teachers will want to read through the lessons and choose the ones appropriate to the child’s age or ability to read or understand. Children do not usually develop the ability to understand abstract concepts until about age twelve. The youngest ones are generally very literal-minded. You can read them the citations, but they may not be able to grasp the significance without a concrete illustration, or “parable,” to think about. I have tried to include these whenever I could, but you will know your child best, and may have some good ideas how to help get the points across. Many of the more abstract or absolute statements of Christian Science are there to provide authority for the comments I have written for the children. You can choose which ones to share with your younger children.

Although I have defined the terms that are central to each lesson, I was not able to offer definitions for all the more difficult words that are found in the citations, due to space limitations. I have left it up to the readers to take time to look up those words where there is a need. I do not recommend skipping a lesson if there are too many big words, since one way a child learns the vocabulary of our textbook, as they would for any new subject, is simply to hear the words spoken in context, even if they do not understand right away. Depending upon the age and interest of the pupil, you can stop and look up new words.

You will notice that each of the lessons in the “Question and Answer” sections ends with an idea of how to put the lesson into practice, or a recommendation for further study. These are only suggestions, and it is good if you and your child can come up with ideas of your own. In order to make these practice ideas work, you might want to check in with your children later in the day to remind them of the ideas you discussed in the morning, or go over the lesson again at night, and discuss how they might have used the ideas that day. Practice makes perfect! Or, as one of my children’s piano teachers used to say: “Perfect practice makes perfect!”

Although the lessons generally focus around one theme for the day, some of them may have a number of ideas to juggle, and you can certainly spread one lesson out over several days, or use only what your child can handle. You can also choose to go over all the lessons based on one particular Beatitude before moving on to the next set, or you can mix them up. For your first time through, I recommend going over the lessons in order as they appear in the book.

(Excerpted from “First Lessons in Christian Science, Volume Two: The Beatitudes”
Copyright 2002)

Next:  The Beatitudes – Background

 

Introduction to Volume Two: The Beatitudes

INTRODUCTION

For those of you who have been working with Volume One of “First Lessons,” my book on the Ten Commandments, I welcome you back! I hope you found the first volume useful, inspiring, and educational. This is Volume Two of my series, which will focus on the Beatitudes from the Sermon on the Mount. If you are new to this series, a warm welcome to you, too! If you plan to use this book for teaching your children or Sunday School pupils, I recommend that you start with my first book on the Ten Commandments. Although each book should be able to stand alone, the Ten Commandments provide a foundation for practicing and understanding the teachings of Jesus, which are embodied and summarized in the Sermon on the Mount.

The title “First Lessons” is taken from the instructions relating to the Sunday School, given in Article XX of the Manual of The Mother Church. It states as follows:

Teaching the Children. SECT. 2. The Sabbath School children shall be taught the Scriptures, and they shall be instructed according to their understanding or ability to grasp the simpler meanings of the divine Principle that they are taught. 

Subject for Lessons. SECT. 3. The first lessons of the children should be the Ten Commandments (Exodus 20:3-17), the Lord’s Prayer (Matt. 6:9-13), and its Spiritual Interpretation by Mary
Baker Eddy, Sermon on the Mount (Matt. 5:3-12). The next lessons consist of such questions and answers as are adapted to a juvenile class, and may be found in the Christian Science Quarterly Lessons, read in Church services. The instruction given by the children’s teachers must not deviate from the absolute Christian Science contained in their textbook.

As I explained in the Introduction to my previous book on the Ten Commandments, my goal is to encourage more in-depth study of these foundational lessons, which I have come to see are critical to our spiritual growth and the practice of Christian Science. Although these lessons are generally taught to the very young children in the Sunday Schools of Christian Science churches, I found in my years of experience as both a student and teacher in the Sunday Schools, and as a Superintendent of two Sunday Schools, that the older children may not receive repeat lessons on these subjects on a regular basis. Certainly, the explanations of the first lessons can take on deeper and more useful meanings for the older student that would not be understood by the very young. Therefore, they should be studied and practiced often as we grow in maturity and in our understanding of Christian Science. We are never too old to study these lessons!

Since publishing my book on the Ten Commandments, I came across a reprint of an item found in the July 6, 1935 issue of the Christian Science Sentinel. It contained portions of a letter written by Mrs. Eddy’s secretarial staff in response to questions about the By-Law “Subject for Lessons.” The letters certainly reinforced the idea that the “first lessons” need to be studied and practiced, not just memorized. Although the message is intended for Sunday School teachers, it is just as useful for those parents teaching the lessons at home. One letter reads in part:

“When our Leader gave the By-Law on “Subjects for Lessons” in the Sunday School, it was not her intention to limit Sunday school instruction to the routine of memorizing the letter of the designated portions of the Scriptures. She meant that the children should be taught the meaning of the Ten Commandments, the Lord’s Prayer and its Spiritual Interpretation, and the Beatitudes.

“These spiritual fundamentals should be so set forth by means of practical illustrations and everyday examples of love, obedience, and good, that the child will catch their spirit, understand them, and as a result be interested in them. 

“This work you will readily perceive, requires consecrated and intelligent effort on the part of all connected with the Sunday School.  It means the demonstration of that love which does things. To teach a child the words, ‘Thou shalt have no other gods before me,’ is a comparatively easy task. To teach a child the meaning of that commandment so thoroughly that he can and will prove in his living that he actually has no other gods before good, is the grand privilege of the Christian Science Sunday School teacher.”

We know from Mary Baker Eddy’s statement in Miscellaneous Writings that she saw the need for everyone, not just young people, to demonstrate the “first lessons.” She wrote: “If I ever wear out from serving students, it shall be in the effort to help them to obey the Ten Commandments and imbibe the spirit of Christ’s Beatitudes.”

I hope this book will show you, in some degree, the insight that Christian Science brings to the Beatitudes, which Christ Jesus gave to mankind, so that you and your children can “imbibe the spirit” of these wonderful and revolutionary teachings.

Vicki Jones Cole
Summer 2002

(Excerpted from “First Lessons in Christian Science, Volume Two:  The Beatudes”
Copyright 2002)

Next:  The Beatitudes – Before You Begin

List of all the pages and lessons in The Beatitudes

Before You Begin

These lessons are based on the teachings of Mary Baker Eddy. It is assumed that
the grown-up working with the child on these lessons is a student of Christian Science, or
someone who is not opposed to a Christian Scientist’s point-of-view with regard to the
Ten Commandments. It is also helpful if there is a Bible available for study, along with
“Science and Health with Key to the Scriptures,” by Mary Baker Eddy, and her other
books contained in Prose Works. This is not mandatory, however, because most of the
citations are included within each lesson. Further study is sometimes recommended, but
the books are not required when reading the individual lessons.

For younger children, the parents will want to read through the lessons, and choose
the ones appropriate to the child’s age or ability to read or understand. With children, it
is important to realize that they do not usually develop the ability to understand abstract
concepts until about age twelve. The youngest ones are generally very literal-minded.
You can read them the citations, but they may not be able to grasp the significance
without a concrete illustration, or “parable,” to think about. I have tried to include these
whenever I could, but you will know your child best, and may have some good ideas how
to help get the points across. Many of the more abstract or absolute statements of Science
are there to provide authority for the comments I have directed to the children. Those
citations are for the benefit of you, the teacher. You can choose which ones to share with
your younger children.

Although I have defined the terms that are central to each lesson, I was not able to
offer definitions for all the more difficult words that are found in the citations, due to space
limitations. I have left it up to the readers to take time to look up those words where there
is a need. I do not recommend skipping a lesson if there are too many big words, since one
way a child learns the vocabulary of our textbook, as they would for any new subject, is
simply to hear the words spoken in context, even if they do not understand right away.
Depending upon the age and interest of the pupil, you can stop and look up new words.
You will notice that each of the lessons for the older children ends with an idea of
how to put the lesson into practice, or recommendations for further study. These are only
suggestions, and it is good if you and your child can come up with ideas of your own. In
order to make these practice ideas work, you might want to check in with your children
later in the day to remind them of the ideas you discussed in the morning, or go over the
lesson again at night, and discuss how they might have used the ideas that day.

Although the lessons generally focus around one theme for the day, some of them
may have a number of ideas to juggle, and you can certainly spread one lesson out over
several days, or use only what your child can handle. You can also choose to go over all
the lessons based on one particular commandment before moving on to the next set, or
you can mix them up. For your first time through, I recommend going over the lessons in
order as they appear in the book.

(Excerpted from “First Lessons in Christian Science, Volume One:  The Ten Commandments”)


Next:   Explanation of Format

List of all pages and lessons from Volume One: The Ten Commmandments

Questions and Answers on Christian Science

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Explanation of Format

In the original books, each lesson was typed in an outlined box, two boxes on each page.  These were referred to as “clip and carry” lessons.  The text was limited to the lines and spaces within each box.  I will be keeping to the lines as they appeared in the boxes, minus the boxes, but added paragraph spacing for easier reading.  The “clip-and-carry” idea was for the purpose of having portable lessons that the children could carry with them to focus upon.  Notes could be made on the back; they could easily be mailed, or tucked into the Books or the Quarterly Bible Lessons.  At one point I came back and added images from the book of the clip-and-carry lessons, which may be saved and printed out. NOTE:  These have recently been removed except for the boxes on the Little Children pages; however you may now purchase this book in its
original format as a downloadable pdf file at The Bookmark.

Due to space limitation in that format, I did not spell out in full the sources, nor the exact line numbers from Science and Health with Key to the Scriptures. That format will stay for these excerpts.   Here is the source information found in the front of each Volume:

All quotations from the Bible are from the authorized King James’ version.

All other quotations are from the writings of Mary Baker Eddy, the Discoverer and
Founder of Christian Science and the author of the Christian Science textbook,
Science and Health with Key to the Scriptures.

The following abbreviations may be used in giving sources of quotations from the
writings of Mary Baker Eddy:

S&H . . . . . Science and Health with Key to the Scriptures
Mis . . . . . . Miscellaneous Writings
Man . . . . . . Church Manual
Ret . . . . . . . Retrospection and Introspection
Un . . . . . . . Unity of Good
Rud . . . . . . Rudimental Divine Science
No . . . . . . . No and Yes
Pan . . . . . . . Christian Science versus Pantheism
’00 . . . . . . . Message to The Mother Church, 1900
’01 . . . . . . . Message to The Mother Church, 1901
’02 . . . . . . . Message to The Mother Church, 1902
Hea . . . . . . . Christian Healing
Peo . . . . . . . The People’s Idea of God
Po . . . . . . . Poems
My . . . . . . . The First Church of Christ, Scientist and Miscellany


Next:  The Ten Commandments Background

List of all pages and lessons in Volume One: The Ten Commandments

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Introduction to The Ten Commandments – Part 2

Most likely, you would not be reading this book if you were not already interested
in either a child’s spiritual education, or learning more about the Ten Commandments.
You may be in a situation where you are your child’s only source for this instruction:
perhaps you do not have a Christian Science Sunday School nearby, or maybe you are an
“independent” student of Christian Science, not affiliated with any organized church. It
might be that your child does attend a regular Sunday School, but you are looking for
ways to supplement their education at home. Perhaps you are new to Christian Science
and looking for some basic teachings. In any case, the purpose of this book is to provide
substantial lessons for “home Sunday School” that focus on the all-important First Lessons.
You may use it for yourself or with your children.

In no way do I consider myself either an authority on the Ten Commandments
and the other First Lessons, or a role model. I’m not in the public practice of Christian
Science. I’m simply a mother, a writer, and a former Sunday School teacher and superintendent.
My goal was to put together a series of brief, but in-depth, lessons to use with my own children, and then to share my research with other parents who might appreciate these ready-made lesson ideas.

When my twins were little, even though I was a stay-at-home mom, I was simply
too tired and busy to create what I had dreamed of for my own children: a systematic
plan for studying the First Lessons. It was just hard to find time for the necessary
research. I often wondered what “working” moms, or those with extremely active
families, do, to prepare and teach religious instruction at home. And what about families
who have just found Christian Science, but do not have a Sunday School nearby, and little
experience teaching children? With my deep feeling that a thorough understanding of the
First Lessons is the best foundation for a beginning student of Christian Science, I vowed
to get organized as soon as I could, and prepare a collection of mini-lessons for interested
parents. It took me a few years, but I finally got it all together.

So here is Volume One: The Ten Commandments. I plan two more volumes in
the future: one on the Beatitudes and the other on the Lord’s Prayer. These lessons are
intended to provide a prompt, or springboard, for parent/child discussions of the First
Lessons. Each lesson (except the ones for the youngest children) is in question-and-answer
format, with supporting citations from either the Bible or the writings of Mary
Baker Eddy, and includes suggestions for further study, or putting the new ideas into
practice. You decide, after reading the lessons, which ones are appropriate for your
family.

For those parents who are taking the time to teach the Ten Commandments to
their children, Mary Baker Eddy has some encouraging words: “It is a joy to know that
they who are faithful over foundational trusts, such as the Christian education of the dear
children, will reap the reward of rightness, rise in the scale of being, and realize at last
their Master’s promise, ‘And they shall be all taught of God.’” (My. 230)

We shall all be taught of God. Just because you may no longer be a child, doesn’t
mean the lessons inside will be of no use to you personally. I learned a lot of new facets
to the Ten Commandments as I did my research. Many mornings I have read the early
drafts of the individual lessons with my pre-teen girls at breakfast, and then tried to put
them into practice during the day. After all, it is the example we set for our children that
is most important. It is also an example that our Leader, Mary Baker Eddy, set. She once
wrote: “If I ever wear out from serving students, it shall be in the effort to help them to
obey the Ten Commandments and imbibe the spirit of Christ’s Beatitudes.” (Mis. 303)

(Excerpted from “First Lessons in Christian Science, Volume One: The Ten Commandments”)


Next; Teach the Children Diligently

See also:

Teaching the Ten Commandments – essay
Becoming a Living Monument to the Ten Commandments – essay
About this book and blog and a Welcome
List of all pages and lessons in Volume One: The Ten Commandments
List of all essays on this site

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Introduction to “The Ten Commandments” – Part 1

Some of my favorite times in the Christian Science Sunday School were spent in
the preschool age classes. Not as a pupil, however, since I did not start attending a
Christian Science Sunday School until I was about eight years old, but as a teacher.
When I turned twenty, I graduated from Sunday School, and joined both my local church
and The Mother Church in Boston. My first assignment as a local member was to teach
one of the youngest Sunday School classes. I took my new responsibilities very seriously,
and so I turned to the Manual of the Mother Church to find out what my duties might
be. That’s when I came across the “First Lessons.” Here is what it says in Article XX:

Teaching the Children. SECT. 2. The Sabbath School children shall
be taught the Scriptures, and they shall be instructed according to
their understanding or ability to grasp the simpler meanings of the
divine Principle that they are taught.
Subject for Lessons. SECT. 3. The first lessons of the children
should be the Ten Commandments (Exodus 20:3-17), the Lord’s
Prayer (Matt. 6:9-13), and its Spiritual Interpretation by Mary Baker
Eddy, Sermon on the Mount (Matt. 5:3-12). The next lessons consist
of such questions and answers as are adapted to a juvenile class,
and may be found in the Christian Science Quarterly Lessons, read
in Church services. The instruction given by the children’s
teachers must not deviate from the absolute Christian Science
contained in their textbook.

I saw that I should be teaching the young children the “First Lessons” of the Ten
Commandments, the Lord’s Prayer, and the Beatitudes from the Sermon on the Mount.
After thinking back on my own Sunday School experience as an older child and teenager,
I realized that I had missed something: a strong foundation in those First Lessons. Although
the Bible Lessons from the Christian Science Quarterly would occasionally focus
on those First Lessons, I did not recall any of my teachers in the older classes insisting
that we study or memorize these foundational lessons, even when the classes may have
had students new to our religion.

From my own experience in teaching Sunday School, and years of casual research
on the First Lessons, I’ve come to the conclusion that when Mrs. Eddy set forth the “first
lessons of the children,” in the Manual, the “children” could mean anyone who is new to
Christian Science. I have learned the hard way that these lessons are indispensable to
spiritualizing our thinking. We cannot fully grow until these roots have taken hold.
An in-depth study of the First Lessons will prove how important Mrs. Eddy felt
they were to our progress. The citations I have gathered and included in this book will
demonstrate this point. I believe Mrs. Eddy speaks to those of all ages, when she writes
in the textbook, Science and Health with Key to the Scriptures: “The entire education of children should be such as to form habits of obedience to the moral and spiritual law, with which the child can meet and master the belief in so-called physical laws, a belief which breeds disease.” (S&H 62)

Next:  Introduction to the Ten Commandments, Part 2

About this book and blog and a Welcome

List of all pages and lessons in Volume One: the Ten Commandments

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Welcome

Welcome to my blog.  My name is Vicki Jones Cole.  In 2001 I published a manual titled “First Lessons in Christian Science, Volume One: The Ten Commandments.”  It was sold through my web site and direct mail orders.  Following the first volume, I wrote and sold “Volume Two: The Beatitudes” and “Volume Three: The Lord’s Prayer.”  Although the books have been available to those outside the United States, the postage and shipping issues have made it difficult to get to a wider international audience of those who wish to teach their children or Sunday School students the “first lessons” in Christian Science.  Therefore, after many years on the market, I have decided to post excerpts from the books in blog format, so that those who have been unable to buy the books may now have free access to the lessons.

Each blog post will have one day’s “Question and Answer” to discuss and share with the children you are teaching, or for an older one to read and put into practice on their own.  Before getting to the lessons, I will post parts of the introductory or background material that appeared in the original books.  As I go along, I will be switching between each volume, so that lessons can begin in each subject area.  Feel free to print and share the posts.

See also:  About this book and site

————————————-

[NOTE:  I have subsequently posted essays originally written for my earlier website that
are not included in my three books.  Most are useful in teaching Sunday School.  You can
find a list of these on the Essays page.]

Also new to the blog are Questions and Answers on Christian Science.

The following links will take you to lists of all the pages and lessons in each Volume of “First Lessons in Christian Science”:

Volume One:  The Ten Commandments
Volume Two:  The Beatitudes
Volume Three:  The Lord’s Prayer

Next:  Introduction to the Ten Commandments, Part One